nittany-valley-cs_comprehensive-plan_2-27-2018

Nittany Valley CS Charter School Plan 07/01/2021 - 06/30/2024 Charter School Profile Demographics 1612 Norma St State College, PA 16801 (814)867-3842 Federal Accountability Designation: Schoolwide Status: CEO: Date of Local Chartering School Board/PDE Approval: Length of Charter: Opening Date: Grade Level: Hours of Operation: Percentage of Certified Staff: Total Instructional Staff: Student/Teacher Ratio: Student Waiting List: Attendance Rate/Percentage: Enrollment: Per Pupil Subsidy: Percentage of Students from Low Income Families Eligible for a Free or Reduced Lunch: Provide the Total Unduplicated Number of Students Receiving Special Services (Excluding Gifted) as of Previous December: none Not Provided Kara Martin 4/1/1998 3yr./5yr./5yr./5yr 8/1/1998 K-8 8:15-3:15 82.00 % 11 5:1 95.80 % 48 Varies by district and regular ed./special ed Average =16,044.76 14.50 % 14 Student Profile Group American Indian/Alaskan Native Asian/Pacific Islander Black (Non-Hispanic) Hispanic White (Non-Hispanic) Multicultural Student Count 0.00 1.00 6.00 3.00 38.00 0.00 Instructional Days and Hours Number Of Instructional Days K (AM) 0.00 K (PM) 0.00 K (FT) 180.00 Elementary 180.00 Middle 180.00 Secondary 0.00 Instructional Hours 0.00 0.00 1080.00 1080.00 1080.00 0.00 Planning Process A charter school's goals are explicit in their mission It is the responsibility of the Board of Directors to ensure that all decisions are based on meeting these goals The Board of Directors of our school is made up of any interested parties including parents, former parents, community members and the head administrator As a board, they determine how best we can meet the mission of our school Due to our small size, our planning committee is made up of our board members, teachers and head administrator The teachers share in the process of creating our strategic plan We identify our needs academically and environmentally during teacher meetings and discuss these needs when we hold our monthly board meetings To develop our strategic plan, the board surveyed the families and staff of the school in regards to their priorities for the future The survey clearly conveyed the direction that the school is to follow as it continues to serve its students The first priority based on the surveys was the maintenance of a safe environment conducive to learning We implemented a school-wide positive behavior support plan in 2012-13 that has helped us meet this need, and we will continue to use this plan throughout the coming years The last two years, we were named a "Banner School" for our School-wide Positive Behavior Support Plan The second priority was to hire and retain highly qualified teachers who will work to contribute to the community of the school as a whole in addition to maintaining a high level of academic expectations As always, meeting our mission dictates how we will address the educational needs of our students A main focus in our strategic plan, was to increase our curriculum to include full-time Kindergarten Our local school district approved an amendment to our charter to include Kindergarten for the 2014-15 school year We were able to hire a certified teacher to join our team to provide instruction for this additional classroom Our most recent parent surveys, conducted in 2016-17, concluded that this has been a welcome addition to our school, and applications for enrollment in Kindergarten have been increasing yearly Our teachers' main focus is on improving our student performance on the Pennsylvania Common Core Assessment as we continue to work to meet all of the goals of our mission We plan to continue to survey the families and staff of the school to help guide our planning process as we continue to grow and develop as a school and community Mission Statement The mission of the Nittany Valley Charter School is: To provide a flexible learning environment with small classes and a high teacher-student ratio where individualized instructional programs are designed to meet the needs of the whole child We believe that school must be able to accommodate each child's individual learning style and developmental pace, and respond not only to their intellectual needs, but, equally importantly, to their emotional, social, and physical needs To provide opportunities for students to interact with a variety of instructional materials, as well as to stress the importance of learning from each other, from adults, and from community resources We believe experiences outside the traditional classroom setting are an essential component of learning To involve parents as an integral part of the overall school program To integrate the learning process with a personal understanding of the natural environment Our vision is a school where individualized instruction, small classes, and a flexible, open classroom environment encourages the development of an intrinsic motivation to learn This offers the opportunity for the academic success of all students and also contributes to the essential character traits of selfesteem, self-confidence, and self-sufficiency The need for this charter school comes from the broad spectrum of children's educational needs The small classes and high teacher-student ratio at Nittany Valley Charter School make it possible for teachers to individually design each student’s educational program This creates an environment where all children can strive to reach their highest potential We feel the charter school model is perfect for our mission It gives Nittany Valley Charter School the autonomy to admit those students whose families are in agreement with the mission and are willing to uphold the requirements of the school’s charter That autonomy will also be important to hiring staff who must also be dedicated to the school’s mission and all aspects of its implementation The charter school will afford the opportunity of an option in education to all district students Vision Statement At Nittany Valley Charter School, we hold a vision of every child learning in the way that is best for them and having a major role in determining what they will learn As involved, valued learners they will develop a foundation for continued growth, both academically and as human beings They will have the confidence to ask for help when needed and to work toward personal goals Every student has limitations, strengths, and their own personal style By developing those strengths and overcoming limitations, each child will move ahead in their own style to meet their potential Shared Values First, we must understand every child holistically Developing a relationship with each child is the first step Once a child can feel comfortable and safe here, then they can “communicate” their needs in verbal and non-verbal ways We must listen very closely to these communications and act upon them Additionally, we cannot ignore the whole child as we concentrate on academics Rather, we must first acknowledge the emotional, physical, and social needs of the child Meeting those needs can help the student achieve academically Second, we must value everyone and their ability to learn in a variety of ways Our teaching should incorporate all of the various learning styles and allow the students to seek out those experiences that work for them In this way, we can create active and engaged learners To accommodate different learners, flexibility in our educational environment is key We need teachers with many strengths and talents; we need a curriculum that easily adjusts to different interests and levels of skills; we need caring support personnel to provide for all of each child’s needs Still, as a school we cannot this alone We must involve parents in all aspects of the school; we must reach out to the community to give and to receive; we must use resources provided locally, statewide, and internationally through the use of technology and interactions with others Third, we should be forgiving of ourselves and others when we struggle to meet these needs We must work together to find solutions to problems and learn from our mistakes Our school is a work in progress We continue to grow, adapt, and change, and we so consciously Educational Community Nittany Valley Charter School is a small school with 48 students, one Chief Executive Officer, and seven full-time certified teachers Five of the teachers serve in the multi-grade classrooms, one assists with small group or one:one instruction, and one full-time Special Education teacher works to meet the needs of our identified and struggling students We also employ one certified Physical Education/Health teacher, one part-time certified School Nurse, and two part-time classroom assistants whose roles are to support the teachers in the ways we, as a team, determine would best serve our students Our school serves grades Kindergarten through eight The student population reflects the community of this university town, with diverse cultural and national backgrounds, family education levels, and socioeconomic standings Yet the school provides a close-knit learning community, in large part due to the family emphasis with multiple siblings attending the school and mandatory parent participation Pennsylvania State University is the main industry in our town as well as a great community resource We are able to attend plays, art shows, historical exhibits, and educational tours at the university We partnered with the Global Studies Department and use parent resources to provide diversity education to our school as a main focus of study We also worked with the Penn State Master Gardeners to create a satellite butterfly garden on our property which ties in with our continued focus on environmental education Our students give back to the community in a number of ways, including our charity work to create Jared Boxes for ill children, making lap blankets for the homeless shelter, and partnering with our local park to help keep it clean and assist with maintenance We seek out opportunities to include inter-generational experiences with our local retirement homes, participating in reading buddies, and giving several singing performances We are always working to influence and expose our students to the importance of being a positive member of society and a helping-hand in the community Board of Trustees Name Gretta Office Secretary Address 1763 Brush Phone 814-777-4724 Email grettad@psu.edu Armstrong John Katunich Member Kristin Lodge Member Kara Martin CEO Heather McIntosh Member Tanya Pakutz Member Tricia Roth Treasurer Sheryl Scott President Susan Strauss Member Valley Road Centre Hall, PA 16828 202 Jacks Mill Dr #8, Boalsburg, PA 16827 349 Weaver Hill, Bellefonte, PA 16823 PO Box 8979 Milesburg, PA 16853 796 Ashworth Lane, Boalsburg, PA 16827 1804 S Allen St State College, PA 16801 124 Gaslight Cr State College, PA 16801 147 Buchanan Ave State College, PA 16801 124 Grandview Rd State College, PA 16801 814-880-1011 jek197@psu.edu 814-357-2369 queen72270@yahoo.com 814-308-4282 kara@nvcs.org 850-221-9475 heathermarie0784@yahoo.com 814-933-7365 snoopypakutz@aol.com 814-231-5231 tricia.d.roth@gmail.com 814-861-1609 sherylscott@comcast.net 814-574-7157 sgs9@psu.edu Board of Trustees Professional Development Trustees are provided with references to and/or copies of the Pennsylvania Charter School Law, the Sunshine Act, Public Officials Act, the NVCS Charter and Charter Application, and the NVCS Bylaws at our first meeting of the school year It is the responsibility of each trustee to read and understand these documents Board meetings frequently include discussions of governing documents to assist trustees in their decision-making Governance and Management Board Responsibilities The Board of Trustees governs the operations of the school in accordance with the Pennsylvania Charter School Law, the NVCS Charter, Bylaws, and any Rules and Policies established Specifically, votes by the Board of Trustees shall be used to take action on matters including but not limited to the following subjects: Curriculum Budget Contracts exceeding $1000 Depositories for school funds Purchasing or selling land or relocation of the school Appointment or dismissal of school administrators, teachers, or other employees Salaries or compensation of administrators, teachers, or other employees Job descriptions, duties and responsibilities for full-time administrative and teaching positions Personnel Policy The Board of Trustees will use the mission statement of the founding coalition as a reference for all its decisions Student Enrollment Nittany Valley Charter School Enrollment Policy Approved on: 10/16/2012 Upon enrollment, we require proof of residence and birth, as well as a current physical and immunizations record Our school nurse reviews all health and immunization records of every student to ensure that they are up-to-date upon entering school She follows up with the parents/guardians to get any missing information so that all health and immunization requirements are met Applicants will be considered for qualification on their acceptance of the Nittany Valley Charter School mission and their parent or guardian's willingness to participate in the required volunteer time If both of these qualifications are met in the student’s application, the student will be considered a qualified applicant for enrollment Students may be enrolled if they are residents of Pennsylvania Students applying for Kindergarten must be five years of age by September 1st, and students applying for 1st grade must be six years of age by September 1st or have completed an accredited Kindergarten program Admission may not be contingent on a child’s immigration status Admission may not be discriminated against based on a child’s intellectual ability, disability or the need for special education services Additionally, admission may not include measures of achievement or aptitude Recruitment will begin in March for enrollment for the following fall The open enrollment period will be advertised through various media that may include but is not limited to our NVCS website, newspapers, magazines, radio, and mailings The school will provide personal tours throughout the school year for families interested in attending NVCS All students currently enrolled in NVCS, whether in-district or out-of-district, are exempt from the lottery process but must fill out an intent to re-enroll application by April Children of the founding coalition and siblings of current students who qualify for enrollment are exempt from the lottery, but must fill out an application due by April 30 If there are more eligible siblings than openings for a given grade level, these students will enter a separate lottery, held before the primary lottery, to assign the available positions The siblings who not gain entry will be placed at the top of the waiting list in the order produced by the sibling lottery By April 10, the NVCS returning student’s applications will be reviewed and class placement determined by the Admissions Committee and staff The committee will then determine how many openings are available for each class, as approved by the School Board However, this may change slightly as needed based on the number of returning students and those students' optimum class placement All completed new student applications received by April 30 will be processed through a lottery system The Admissions Committee will hold the lottery by May Applications received from families within the State College School District will be in a lottery separate from those outside If there is class openings that cannot be filled with the applications received from in-district families, then those openings will be filled with out-of-district applications in order of their lottery number If a student and his/her family move out of district after being accepted for enrollment, the enrollment status for that student does not change Parent Communication Communications to parents regarding registration procedures, dates, and when applicable, a description of the lottery process No files have been uploaded Registration Policy Registration Policy No file has been uploaded Intent to Enroll Form Intent to Enroll Form (English and all other languages) No file has been uploaded 10 Student Enrollment History Enrollment History—Part I School Year 2006 2007 2008 2009 2010 2011 2012 Number of Students at the Beginning of the School Year 48 48 48 48 48 48 59 Number of Students at the End of the School Year Number of Students Expelled 48 48 48 48 48 45 56 0 0 0 2013 2014 49 51 49 45 0 2015 49 46 2016 46 44 Reasons Students Withdrew During the Year moving out of town went to the school district, moving out of town moving out of town, went to the school district/another charter school/homeschoolin g moving out of town, went to the school district/another charter school/homeschoolin g back to their district school Number of Students Retained 38 38 35 35 37 30 38 37 31 34 40 Enrollment History—Part 2—Enrollment by Grade by School Year Schoo l Year 2007 2008 2009 2010 2011 2012 K 0 0 0 7 8 6 8 7 6 8 10 6 7 4 0 0 0 10 0 0 0 11 0 0 0 12 0 0 0 55 Align material to the new Common Core math requirements Description: We believe that changes in standardized testing have increased the time line in which math topics are to be taught, and without up-to-date textbooks, our students are at a disadvantage when completing standardized testing According to corestandards.org: The Common Core State Standards for Mathematics build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life Understanding how the standards differ from previous standards—and the necessary shifts they call for—is essential to implementing them The following are the key shifts called for by the Common Core: Greater focus on fewer topics The Common Core calls for greater focus in mathematics Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom This means focusing deeply on the major work of each grade as follows: o In grades K–2: Concepts, skills, and problem solving related to addition and subtraction o In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions o In grade 6: Ratios and proportional relationships, and early algebraic expressions and equations o In grade 7: Ratios and proportional relationships, and arithmetic of rational numbers o In grade 8: Linear algebra and linear functions This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom Coherence: Linking topics and thinking across grades Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a coherent body of knowledge made up of interconnected concepts Therefore, 56 the standards are designed around coherent progressions from grade to grade Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years For example, in 4th grade, students must “apply and extend previous understandings of multiplication to multiply a fraction by a whole number” (Standard 4.NF.4) This extends to 5th grade, when students are expected to build on that skill to “apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction” (Standard 5.NF.4) Each standard is not a new event, but an extension of previous learning Coherence is also built into the standards in how they reinforce a major topic in a grade by utilizing supporting, complementary topics For example, instead of presenting the topic of data displays as an end in itself, the topic is used to support grade-level word problems in which students apply mathematical skills to solve problems Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skills and fluency, and application Conceptual understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures Procedural skills and fluency: The standards call for speed and accuracy in calculation Students must practice core functions, such as single-digit multiplication, in order to have access to more complex concepts and procedures Fluency must be addressed in the classroom or through supporting materials, as some students might require more practice than others Application: The standards call for students to use math in situations that require mathematical knowledge Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency SAS Alignment: Standards, Assessment, Curriculum Framework, Materials & Resources Implementation Steps: 57 Purchase a new, school-wide math program that is aligned to the PA Common Core Description: Our teachers have determined that the Common Core aligned math program that is best suited for our students across grade levels is "Singapore, Math in Focus" The school board has approved the funds to purchase these new math materials, for use in all grades across our school, over the 2016-17 and 201718 school year We feel that these new math texts will allow all math students to be more successful while working at their assessed level, in inclusive groups, to meet our school student's diverse learning needs having these standards based texts should also help to improve scores on the PSSAs Start Date: 7/1/2016 End Date: 8/31/2018 Program Area(s): Special Education, Student Services Supported Strategies:  Align material to the new Common Core math requirements Use the SAS system to better align our curriculum to the standards Description: The comprehensive plan shows that our curriculum in Economics and Family and Consumer Services are less than 50% aligned to the standards Through teacher self-assessments and observations, it will be required that all classroom teachers align their curriculum to the SAS standards at least 50% or more by 2018 Start Date: 10/1/2016 End Date: 10/1/2018 Program Area(s): Professional Education Supported Strategies:  Easy CBM Student Reading Assessment Program 58 Goal #2: Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students Indicators of Effectiveness: Type: Annual Data Source: Teacher self-assessments and observations of teaching will indicate that core curriculum is aligned to the standards by at least 50% or more Specific Targets: An increase in teacher effectiveness as show by the performance of students on the PSSA and Easy CBM assessments over the next five years Strategies: Easy CBM Student Reading Assessment Program Description: Easy CBM Student Assessment Program is a standards based online program used across all grade levels to assess the students' performance monthly in both reading fluency and reading comprehension It will allow teachers to see and chart progress It will also guide instruction based on the needs assessed by the program SAS Alignment: Standards, Assessment, Curriculum Framework, Instruction, Materials & Resources Align material to the new Common Core math requirements Description: We believe that changes in standardized testing have increased the time line in which math topics are to be taught, and without up-to-date textbooks, our students are at a disadvantage when completing standardized testing According to corestandards.org: The Common Core State Standards for Mathematics build on the best of existing standards and reflect the skills and knowledge students will need to succeed in college, career, and life Understanding how the standards differ 59 from previous standards—and the necessary shifts they call for—is essential to implementing them The following are the key shifts called for by the Common Core: Greater focus on fewer topics The Common Core calls for greater focus in mathematics Rather than racing to cover many topics in a mile-wide, inch-deep curriculum, the standards ask math teachers to significantly narrow and deepen the way time and energy are spent in the classroom This means focusing deeply on the major work of each grade as follows: o In grades K–2: Concepts, skills, and problem solving related to addition and subtraction o In grades 3–5: Concepts, skills, and problem solving related to multiplication and division of whole numbers and fractions o In grade 6: Ratios and proportional relationships, and early algebraic expressions and equations o In grade 7: Ratios and proportional relationships, and arithmetic of rational numbers o In grade 8: Linear algebra and linear functions This focus will help students gain strong foundations, including a solid understanding of concepts, a high degree of procedural skill and fluency, and the ability to apply the math they know to solve problems inside and outside the classroom Coherence: Linking topics and thinking across grades Mathematics is not a list of disconnected topics, tricks, or mnemonics; it is a coherent body of knowledge made up of interconnected concepts Therefore, the standards are designed around coherent progressions from grade to grade Learning is carefully connected across grades so that students can build new understanding onto foundations built in previous years For example, in 4th grade, students must “apply and extend previous understandings of multiplication to multiply a fraction by a whole number” (Standard 4.NF.4) This extends to 5th grade, when students are expected to build on that skill to “apply and extend previous understandings of multiplication to multiply a fraction or whole number by a fraction” (Standard 5.NF.4) Each standard is not a new event, but an extension of previous learning Coherence is also built into the standards in how they reinforce a major topic in a grade by utilizing supporting, complementary topics For example, instead of presenting the topic of data displays as an end in itself, the topic is used to 60 support grade-level word problems in which students apply mathematical skills to solve problems Rigor: Pursue conceptual understanding, procedural skills and fluency, and application with equal intensity Rigor refers to deep, authentic command of mathematical concepts, not making math harder or introducing topics at earlier grades To help students meet the standards, educators will need to pursue, with equal intensity, three aspects of rigor in the major work of each grade: conceptual understanding, procedural skills and fluency, and application Conceptual understanding: The standards call for conceptual understanding of key concepts, such as place value and ratios Students must be able to access concepts from a number of perspectives in order to see math as more than a set of mnemonics or discrete procedures Procedural skills and fluency: The standards call for speed and accuracy in calculation Students must practice core functions, such as single-digit multiplication, in order to have access to more complex concepts and procedures Fluency must be addressed in the classroom or through supporting materials, as some students might require more practice than others Application: The standards call for students to use math in situations that require mathematical knowledge Correctly applying mathematical knowledge depends on students having a solid conceptual understanding and procedural fluency SAS Alignment: Standards, Assessment, Curriculum Framework, Materials & Resources SAS Framework for Teaching Description: All new teachers will be instructed by our Lead teacher about how to use the SAS Framework for Teaching including how to navigate the Curriculum Framework and Material and Resources This will help to provide guidance for new (and old) teachers in developing standards based lesson plans SAS Alignment: Standards, Curriculum Framework, Instruction, Materials & Resources Implementation Steps: 61 SAS Framework for Teaching Description: Last year, at the August 25th In-Service, our lead teacher, Verna Etchells, conducted training for all of our teachers and staff about how to utilize the SAS Framework for Teaching Direct instruction related to the use of the system will allow us all to better navigate and use this valuable teaching tool We will revisit this instruction at our 2016 and 2018 In-Service meetings to refresh our teaching staff about the use of this valuable resource and share our experiences in using the system throughout the last school years Start Date: 8/25/2016 End Date: 8/25/2019 Program Area(s): Professional Education, Teacher Induction, Educational Technology Supported Strategies:  SAS Framework for Teaching Easy CBM Student Assessment Program Training/ For use with all learners, across all grade levels and abilities Description: All teachers have been instructed in how to utilize the Easy CBM Student Assessment Program at a teacher's meeting in September 2013 We have committed to using this program to asses both reading fluency and reading comprehension to improve language and literacy acquisition for all students, in an inclusive setting Teachers will assess the students across all grade levels, at the level that is appropriate for each student's diverse ability, monthly using this online reading program Some learners will be assessed using the paper and pencil form, if that proves to be more beneficial for that learner Results will help guide instruction and allow the teachers to see and chart progress Start Date: 9/6/2013 End Date: 8/1/2020 Program Area(s): Professional Education, Special Education, Student Services, Educational Technology Supported Strategies: 62  Easy CBM Student Reading Assessment Program Purchase a new, school-wide math program that is aligned to the PA Common Core Description: Our teachers have determined that the Common Core aligned math program that is best suited for our students across grade levels is "Singapore, Math in Focus" The school board has approved the funds to purchase these new math materials, for use in all grades across our school, over the 2016-17 and 201718 school year We feel that these new math texts will allow all math students to be more successful while working at their assessed level, in inclusive groups, to meet our school student's diverse learning needs having these standards based texts should also help to improve scores on the PSSAs Start Date: 7/1/2016 End Date: 8/31/2018 Program Area(s): Special Education, Student Services Supported Strategies:  Align material to the new Common Core math requirements 63 Appendix: Professional Development Implementation Step Details LEA Goals Addressed: Start 8/25/2016 Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students End Title 8/25/2019 SAS Framework for Teaching Person Responsible Kara Martin SH 6.0 S EP 13 Strategy #1: SAS Framework for Teaching Description Last year, at the August 25th In-Service, our lead teacher, Verna Etchells, conducted training for all of our teachers and staff about how to utilize the SAS Framework for Teaching Direct instruction related to the use of the system will allow us all to better navigate and use this valuable teaching tool We will revisit this instruction at our 2016 and 2018 In-Service meetings to refresh our teaching staff about the use of this valuable resource and share our experiences in using the system throughout the last school years Provider Type App Verna Etchells School No Entity Knowledge Training in the use of the SAS Framework for Teaching System Supportive Research Yes Designed to Accomplish For classroom teachers, school counselors and education Enhances the educator’s content knowledge in the area of the educator’s certification or assignment 64 Increases the educator’s teaching skills based on research on effective practice, with attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making specialists: For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards LEA Whole Group Presentation Training Format Dir Participant Roles Follow-up Activities Classroom teachers Supt / Ast Supts / CEO / Ex School counselors Paraprofessional New Staff Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with Grade Levels Evaluation Methods Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) Classroom observation focusing on factors such as planning and preparation, knowledge of content, pedagogy and standards, classroom environment, instructional delivery and professionalism Review of participant lesson plans 65 mentoring LEA Goals Addressed: Start 9/6/2013 Ensure that there is a system within the school that fully ensures consistent implementation of a standards aligned curriculum framework across all classrooms for all students End Title 8/1/2020 Easy CBM Student Assessment Program Training/ For use with all learners, across all grade levels and abilities Person Responsible Verna Etchells SH 2.0 S EP Strategy #1: Easy CBM Student Reading Assessment Program Description All teachers have been instructed in how to utilize the Easy CBM Student Assessment Program at a teacher's meeting in September 2013 We have committed to using this program to asses both reading fluency and reading comprehension to improve language and literacy acquisition for all students, in an inclusive setting Teachers will assess the students across all grade levels, at the level that is appropriate for each student's diverse ability, monthly using this online reading program Some learners will be assessed using the paper and pencil form, if that proves to be more beneficial for that learner Results will help guide instruction and allow the teachers to see and chart progress Provider Type App Verna Etchells School No Entity Knowledge Use of the assessment program and how to best include all diverse learners Supportive Research Yes Designed to Accomplish For classroom teachers, school Increases the educator’s teaching skills based on research on effective practice, with 66 attention given to interventions for struggling students Provides educators with a variety of classroom-based assessment skills and the skills needed to analyze and use data in instructional decision-making counselors and education specialists: For school and district administrators, and other educators seeking leadership roles: Provides the knowledge and skills to think and plan strategically, ensuring that assessments, curriculum, instruction, staff professional education, teaching materials and interventions for struggling students are aligned to each other as well as to Pennsylvania’s academic standards LEA Whole Group Presentation Training Format Dir Participant Roles Follow-up Activities Classroom teachers Supt / Ast Supts / CEO / Ex Paraprofessional Other educational specialists Team development and sharing of content-area lesson implementation outcomes, with involvement of administrator and/or peers Analysis of student work, with administrator and/or peers Creating lessons to meet varied student learning styles Lesson modeling with Grade Levels Evaluation Methods Elementary - Primary (preK - grade 1) Elementary - Intermediate (grades 2-5) Middle (grades 6-8) Student PSSA data Standardized student assessment data other than the PSSA Classroom student assessment data 67 mentoring 68 Charter School Level Affirmations We affirm that this Charter School Plan was developed in accordance, and will comply with the applicable provisions of 22 Pa Code, Chapters 4, 12, 49 and Article 711 We also affirm that the contents are true and correct and that the plan was placed for public inspection in the Charter School offices and in the nearest public library until the next regularly scheduled meeting of the Board or for a minimum or 28 days whichever comes first We affirm that the responses in the Professional Education Core Foundations and the Professional Development Implementation Steps focus on the learning needs of each staff member to enable all staff members meet or exceed the Pennsylvania academic standards in each of the core subject areas No signature has been provided President, Board of Trustees No signature has been provided Superintendent/Chief Executive Officer 69 Affirmation for Compliance with the Public Official & Employee Ethics Act The original Public Official and Employee Ethics Act (the “Ethics Act”) was amended and reenacted in 1989 by Act of 1989 and in 1998 by Act 93 of 1998 (See Act of 1989, 65 P.S §401, et seq and Act 93 of 1998, Chapter 11, 65 Pa.c.s §1101 et seq.) The Act provides that public office is a public trust and that any effort to realize personal financial gain through public office is a violation of that trust The Act was passed to strengthen the faith and confidence of the people of the Commonwealth in their government The Act established the State Ethics Commission to administer and enforce the provisions of the Act and to provide guidance regarding the standards established by the Act The Nittany Valley CS assures that it will comply with the requirements of the Public Official and Employee Ethics Act (the “Ethics Act”) and with the policies, regulations and procedures of the Pennsylvania State Ethics Commission Additional information about the “Ethics Act” is available on the Ethics Commission’s website at: http://www.ethics.state.pa.us/ No signature has been provided President, Board of Trustees No signature has been provided Superintendent/Chief Executive Officer